During the past ten years, hundreds of public high schools have been established, more than half of which are rural. Some still follow the old curriculum, but a new institution known as the "farm life school" is now being developed. Many other schools have such a department attached and usually give instruction in household economics as well. The General Education Board estimates that $20,000,000 has been spent for improved buildings since the appointment of professors of secondary education in Southern universities. This, by the way, is one of the most useful contributions of the Board. These men, chosen by the institutions themselves as regular members of the faculty but with their salaries paid by an appropriation from the Board, may give a course or two in the university, but their chief duties are to coördinate the work of the high schools and to serve as educational missionaries. They go up and down the States, exhorting, advising, and stimulating the people, and the fruits of their work are present on every hand. The South has a superabundance of colleges. Some of them have honorable records; others represent faith and hope or denominational zeal rather than accomplishment. Some of the older institutions were kept open during War and Reconstruction but others were forced to close. With the return of white supremacy old institutions have been revived and new ones have been founded. The number of students has increased, but the financial difficulties of the institutions have hardly diminished. Few had any endowment worth considering, and the so-called state institutions received very small appropriations or none at all. Good preparatory schools were few and, since the colleges were dependent upon tuition fees, many students with inadequate preparation were leniently admitted. Preparatory departments were established for those students who could not possibly be admitted to college classes. Necessarily the quality of work was low, though many institutions struggled for the maintenance of respectable standards. One college president frankly said: "We are liberal about letting young men into the Freshman class, but particular about letting them out." It was not uncommon for half of a first year class to be found deficient and turned back at the end of the year, or dismissed as hopeless. Obviously this was a wasteful method of determining competency.